Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Breanna Fuehrer

Grade Level: First Grade
Subject:
Date:
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media
by asking and answering questions about key details and requesting clarification if something is not
understood.
List the Rationale (cite theories or theorists):
According to Vygotsky, children learn best through their social interactions with their teachers and peers and should
be encouraged to share their ideas as well as listen to others. In this lesson, I will read aloud a story and ask the
students questions, giving them the opportunity to think about their ideas and share them.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

Students will be able to discuss their favorite character from the story (why) with a partner.
Students will be able to answer questions about the characters and major events in the story.
Students will be able to write their answer and idea on the graphic organizer the teacher provides.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The learning objectives will reinforce the students’ comprehension abilities, develop their writing skills, and
communication skills.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
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Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
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List the materials/resources you will need to teach the lesson.

I will use the book A Cake All For Me, and a graphic organizer in this lesson.

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.

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Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
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Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

I will ask the students to make predictions about the book, and reread the book after looking at the cover of the
book.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
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Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will allow some students to stand during the story if they allow them to be better focused and I can use carpet spot
markers to mark out spots for each student to sit on the rug or floor so they are all seated where they can see so
they do not disrupt if they cannot see.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
- I will introduce myself to the students and tell them that I will be reading them the story A Cake All For Me! By
Karen Magnuson.
- After introducing myself I will tell the children to go find a seat spot to sit on in the reading corner.
- After the children are seated in the reading corner I will show them the book I am going to read and tell them I will
be asking them questions about it so they need to pay attention.
- Before starting the story, I will show them the cover and tell them the title and the names of the author and
illustrator.
- While they are looking at the cover I will ask the students what they think the story will be about.
- After discussing their thoughts on the story, I will begin reading the story and stopping to ask questions throughout.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
- I will begin to read the book A Cake All For Me! By Karen Magnuson. When I finish the page where the pig tells his
friends that the cake is only for himself I will ask the students I they think the pig was kind when he would not share
with his friends and ask what they think he should have done instead. After they share their answers I will tell they
students we will continue reading to see if he decides to share. On the page where one of the other animals says
they are famished I will stop and ask the students if they know what the word famished means, and if not I will
explain that famished means incredibly hungry and ask them if any of them have ever been famished before
continuing on to finish the rest of the book.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
After I finish reading the story I will ask the students a few questions about the story and let them turn to the person
next to them and share what they thought before calling on someone. After they have discussed and answered the
questions I will hand out a graphic organizer for them to fill out at their desk. Once they are all done with their
graphic organizers we will go back to the reading corner and I will ask if any of the students want to sit in the
“author’s chair” and share theirs with the class.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
After the story is over and the students have finished their graphic organizers one or two students will come up and
share their graphic organizer with the class, while getting to sit in the “author’s chair”, and we will discuss what the
students thought about the story and if they had any other questions.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

Students will fill out a graphic organizer with questions about the setting and characters in the story.
Analyze
Post Assessment: Based on the results of the Pre-and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
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Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

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